Research On The Allosteric Learning Model Application Of Instructional Design For Biology Of High School

Against the background of the growing of Leaning Sciences,this study relies on the " Allosteric Learning Model "(ALM)to analyze the applicability of the theoretical foundation and the feasibility in teaching design applied to the high school biology.This study trying to explore the problems and countermeasures about the new teaching theory apply in biology teaching design in the high school.The aim of this study is to provide the theoretical basis for the biology teachers to adopt the theory of Allosteric Learning to carry out the teaching design better and to optimize the effect of the biology teaching design.This paper uses methods of literature,case analysis,experiment.The whole dissertation includes five chapters.The first chapter introduces the research background,status,significance,purpose,methods and ideas.Chapter two argues that relevant concepts include allosteric learning model,concept body,knowledge refining and transfiguration teaching environment.Besides Piaget's Constructivism,Gaston Bachelard's Epistemological Obstacle and Vygotsky's Sociocultural Theory lay the theoretical foundation of Allosteric Learning Model(ALM).ALM is Piaget's Constructivism in nature,but the Constructivism could not cope with the complexity of learning inadequately.ALM is enlightened by Bachelard's Epistemological Obstacle.Vygotsky's theory emphasizes on teaching and environment,so does ALM.The value and applicability of high school biology teaching design can improve the quality of biology teaching in senior high school,students can better grasp the concept of biology.Taking the "Molecules and Cells" as example to analyze instructional design content.The third chapter is instructional design based on Allosteric Learning Model.Described the strategies and basic processes for teaching design based on Allosteric Learning Model.There are several strategies as follows: the willingness to learn to learn;the concept of giving up on self-abandonment;the development of multiple confrontation;the establishment of possible associations;the use of thinking assistants;and the timely invocation of knowledge.In the new instructional design,the teaching design circuit is: Create the situation-deconstruction and construction the concept-to create a climate of confidence,to encourage bold expression-call knowledge to promote the fixation of new knowledge.In the instructional design of the refresher course,the teaching design circuit is: default the situation-to explore the self-exploration,to explore the suspects-guide to expand,question re-exploration-show reviews,induction guidance.Including two typical high school biology teaching designs: New teaching "the main source of ATP-cell breathing" teaching design and review class "cell proliferation" teaching design.Chapter four is based on the study of the effectiveness of instructional design.According to the instructional design,the process of teaching implementation is designed carefully,and the students are surveyed in the form of statistical analysis.The experimental class based on the theory of Allosteric Learning design is higher than the control class based on the traditional obviously.The fifth part is the conclusion and reflection.It makes a comprehensive summary and reflection of the study.